Добірка наукової літератури з теми "Council for Exceptional Children. Division for Children with Learning Disabilities"

The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (Division for Early Childhood [DEC] of the Council for Exceptional Children [CEC], 2020; hereafter referred to as the EI/ECSE Standards) and DEC’s Recommended Practices (RPs). These strategies are shared through a “spiraling curriculum” framework, and progress from an awareness level to reflection of candidates’ own practice. In addition, this article shares related resources to consider in planning for innovative coursework and practicum/student teaching opportunities. Specific examples of spiraling experiences to deepen learning through opportunities to introduce content aligned to RPs and EI/ECSE Standards are included.

The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the Division for Learning Disabilities (DLD), the International Reading Association (IRA), the National Association of School Psychologists (NASP), and The Orton Dyslexia Society (ODS).

Speech-language pathologists are the most frequent providers of services to infants and toddlers who have disabilities and their families. Because of this role, they are often involved with the family in the development of the individualized family service plan (IFSP). The Division for Early Childhood of the Council for Exceptional Children has developed a set of recommended practices for the development of the IFSP that reflects family-centered practices. This article describes those recommended practices and provides a summary of recent research examining their use in Kansas as an example of how they can be used as a component of program review. The authors also provide suggestions of how speech-language pathologists can apply recommended practices in developing family-centered IFSPs for young children with speech and/or language disabilities.

The contribution of research findings to the education of Americas students, including those with disabilities, depends on the quality of and market demand for research findings. This paper presents a rationale and suggestions for increasing the quality of and market demand for research findings as a vital component of any serious effort to improve American education. Responses to the paper are from representatives of the American Federation of Teachers; Learning Disabilities Association; National Alliance of Business; National Association of State Directors of Special Education; and Staff Director, Disability Policy Subcommittee, U.S. Senate. An additional response, which also synthesizes all responses, is provided by The Council for Exceptional Children.

This paper advocates for the teaching of entrepreneurship to elementary students, specifically those from 98 percent minority, low socio-economic (Title I schools in the US) by recognizing and harnessing their inherent entrepreneurial spirit. The prevailing notion that entrepreneurship is exclusively reserved for adults disregards the natural inclination of young learners to explore, create, innovate, and fearlessly try new things. By fostering an environment that encourages curiosity, creativity, and problem-solving, educators can tap into the entrepreneurial potential of elementary students. This philosophical position emphasizes the importance of instilling an entrepreneurial mindset in students, promoting a growth mindset, integrating real-world connections, and empowering students to take ownership of their learning. Through age-appropriate activities and authentic experiences, students develop essential entrepreneurial skills and qualities such as critical thinking, adaptability, resilience, and a sense of agency. By embracing this perspective, educators can cultivate a generation of entrepreneurial thinkers and doers who are equipped with the skills, mindset, and creativity necessary for future success in the 21st century. Imagine the following scenario of events that took place in the Rawlings Elementary approach utilized in this paper. A collaboration with the Haitian Center for Inclusive Education founded by Gertrude Bien Aime, in which Rawlings students shared local neighborhood riffs and rhythms they bring into the school each day with neighborhood music of the children in Port au Prince. The 40 students with special needs at the Haiti inclusion school are raised by Gertrude at the Notre Maison Orphanage where she maintains their care and safety regardless of outside conditions. When the Rawlings students met the students and Gertrude the female students in the class requested repeated conversations with Gertrude as a role model but also because of her entrepreneurial ability to face the challenges of gangs, food shortages, and variety of needs the students with disabilities she rescued and raises they engage with. The first comment from my students when the Zoom session ended was “Fundraiser!”. Disregarding their own daily socio economic, educational and potential safety needs in their lives and focusing on the opportunity to assist others. One student had suggesting recording their original music arrangements of their neighborhood music on Spotify. By incorporating authentic experiences, such as connecting with local entrepreneurs, engaging in community projects, and exploring entrepreneurship in various fields, students can grasp the practical applications of entrepreneurial skills. As a result of these shared experiences, the Society for Education, Music and Psychological Research (SEMPRE) with support from Dr. Graham Welch paid for Gertrude to fly to Florida to attend the Florida Council for Exceptional Children Conference to receive added training and entrepreneurial opportunities. Bien Aime received the Florida Council for Exceptional Children’s Landis Stetler Award for service to the field of special education and will be hired and brought to the US this fall as a consultant for the Florida Atlantic University Center for Autism and Related Disabilities. The purpose of this consultancy will be to encourage the parents of children with special needs in the Haitian community there to overcome a perceived stigma in receiving services for their children at the center. The funding also will help her in her efforts to continue to support the students in Haiti. This Rawlings Elementary approach helps students understand how their ideas and actions can make a meaningful impact on their community and the world around them and through journaling, critique discussions and critical thinking on these activities they take steps to improve their reading and writing skills.

The aim of this work was to study the impact of the latest challenges of the globalized society on special education teacher training in the United States and Ukraine. For the needs of our research current instructional programs 13.1013 – Education/Teaching of Individuals with Autism and 13.1008 –Education/TeachingofIndividualswithOrthopedicandOtherPhysicalHealthImpairments that are used for the US educators’ preparation were proposed as examples. The global onset of the COVID-19 pandemic has changed the common lifestyle for the majority people. Constant uncertainty, social distancing, enormous off-schedule work and distance learning in the face of changing external constraints create an atmosphere of nervous tension that undoubtedly affects all people, but people with disabilities can be observed as especially vulnerable to these and other challenges. The researchers report symptoms of anxiety and depression among young people, feeling of having been left out of the society. There is no doubt in the necessity to support vulnerable students' mental health normalization mostly by psychologists and teachers. In order to adapt to innovations, educators should unite in professional pedagogical associations and become "agents of change". With the reference to the recommendations of the Council for Exceptional Children and scientific researches, the paper describes the list of professional skills a special teacher needs to obtain in the current conditions. Due to distance learning conditions teachers of students with autism should be able to take into account factors of social interaction and possible behaviours and communication that can affect the effectiveness of educational activities online. Together with proper arranging of classroom furniture and assigning seats, teachers of students withorthopedicandotherphysicalhealthimpairments should gain the skills of effective online communication, tailoring instructional methods, using technical and non-technical educational tools, and recognizing physical condition of a student for proper combining different academical tasks and physical exercises.

John Wills Lloyd is Professor Emeritus at the University of Virginia and co-editor of Exceptional Children. He earned his PhD from the University of Oregon and spent most of his career at the University of Virginia. Dr. Lloyd has been an integral part of many professional organizations, including the Council for Exceptional Children’s Division for Learning Disabilities, where he served as president and later as the executive director, and the Division for Research. Dr. Lloyd’s work has focused on the identification of effective instructional practices, best-practice in single-case design research methodology, and facilitating a deeper understanding of learning disabilities. He has produced numerous scholarly articles, foundational textbooks, and web-based materials that continue to inform readers about effective practice in special education.

This chapter provides a rationale for high quality STEM experiences in inclusive early childhood (EC) classrooms, describes what high quality STEM experiences are and why they can be an ideal context for supporting the development of young children with special needs and dual language learners. The authors offer recommendations concerning how to plan and implement STEM learning centers to support the meaningful participation of all children using a tiered perspective that includes the framework of Universal Design for Learning. Ideas and resources for how teachers can plan STEM learning centers, integrate literacy and arts, and interact in ways to support the engagement of all children, especially those with special needs and dual language learners are shared. These strategies are recognized as best practices, and adhere to position statements endorsed by NAEYC and the recommended practices developed by the Division for Early Childhood of the Council for Exceptional Children (DEC, 2014).

This chapter provides a rationale for high quality STEM experiences in inclusive early childhood (EC) classrooms, describes what high quality STEM experiences are and why they can be an ideal context for supporting the development of young children with special needs and dual language learners. The authors offer recommendations concerning how to plan and implement STEM learning centers to support the meaningful participation of all children using a tiered perspective that includes the framework of Universal Design for Learning. Ideas and resources for how teachers can plan STEM learning centers, integrate literacy and arts, and interact in ways to support the engagement of all children, especially those with special needs and dual language learners are shared. These strategies are recognized as best practices, and adhere to position statements endorsed by NAEYC and the recommended practices developed by the Division for Early Childhood of the Council for Exceptional Children (DEC, 2014).

Title: Internet resources for special educational needs and inclusion Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com Vrasmas, Ecaterina, Bucharest University, Faculty of Psychology and Educational Sciences, Sos. Panduri nr.90, Email: ecaterinavr@yahoo.com ABSTRACT Introduction The importance of educational and social inclusion for all children and adolescents is clear in the modern world and particularly in Europe, with an emphasis on marginalized and vulnerable groups. Children with special educational needs (SEN) are one important group in this social and educational area. Main objectives: 1. Explore the internet resources in connection with the SEN and inclusion (criteria based), in order to identify the amplitude and the main meanings of the two concepts 2. Built lists of publications available on internet from major resources and making short reviews for some of these Methodology and process Based on the two key words (special educational needs and inclusion) hundreds of websites and blogs were explored, during the first phase. In the second phase some of them were selected – on a short list - according to the consistence to the key words: special educational needs and inclusion. This short list – including resources in English, French and Romanian language - was explored more in depths, following the indicators of: a) Terminology and meanings – for the two main terms b) Coverage (components) for special educational needs c) Linkage between the two terms In the third phase internet resources from UNESCO and European Agency for Development in Special Needs Education (EADSNE) was reviewed, in order to build - for each one - a short list of publica-tions and studies. Findings The main results are presented in synthesis. Objective 1 There is huge amount of web sites and blogs connected with SEN and inclusion. Of course this is more obvious from the internet sources in English. Due to the dynamics and complexity of internet communi-cation (direct and linked sources) is very difficult to make a quantitative estimation, but there are certainly thousands of links in the international arena. From a qualitative approach some major findings were: a) In the English sources from Europe SEN and SNE (Special Needs Education) are by far the most frequently used words. In the USA and Canada SEN is used interchangeably with ‘special needs’ and/or ‘spe-cial education’. In Europe SEN and SNE have a wide usage, particularly in the UK, Spain, Portugal but also at the level of the EADSNE (2 countries from EU as members). In the French sources there is less usage of SEN and SNE terms, but the term “besoignes educatif particuliere’ (particular educational needs) has emerged recently (EADSNE, 2009). In the Romanian sources there is a mixture of using SEN (a little bit of SNE) and also traditional terms as handicap, impairment, learning and language disorders etc. b) There is some variety in Europe, when scrutinizing the coverage (components) for SEN, but the tendency is to take the OECD definition from 2000 (IE: Hungary). Some countries have made recent changes in legislation in connection with SEN meaning and coverage (Scotland and Spain). There are similarities between the content of SEN in Europe and that of ‘special needs; or special education beneficiaries’ in USA. An interesting term in USA is “exceptional children’ (The Council of Exceptional Children), which refers both to children with disabilities and to gifted children. In Romania a pilot project was undertaken by RENINCO in 2007 – in cooperation with the Education Ministry - using the OECD definition of SEN. This definition is also present in a draft strategy for special needs education in the context of inclusion, posted on the Ministry website since April 2010. c) In all languages and geographical entities explored there is a clear and strong connection between SEN (or SNE) and inclusion. UNESCO and the European Agency for Development in Special Needs Education are two important leading organisations in this field, also emphasising a strong connection between SEN and inclusion. Objective 2 After reviewing various resources two of them where selected for a thorough inventory of relevant publications and other resources. UNESCO (www.unesco.org.) is offering, in particular, a lot of information on inclusive education, like for instance the following publications and eReports: - Open file on inclusive education, 2001 - Case studies on inclusive education, 2001 (comprising Romania too) - Guidelines for inclusion. Ensuring education for all, 2005 - Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006 - Policy guidelines on inclusion in education, 2009 EADSNE (www.european-agency.org) offers resources both on SEN and inclusion, like for exam-ple: - Development of a set of indicators – for inclusive education in Europe, 2009 - Inclusive Education and Classroom Practices, 2003 - Multicultural diversity and special needs education. Summary Report, 2009 - Special Needs Country Data, 2008 - Thematic Key words for Inclusive and Special Needs Education, 2009 The paper presents a short summary for each of these publications. Conclusions The internet resources for SEN and inclusion are very rich and diverse. The idea of Inclusive Education for pupils with Special Educational Needs is widely spread and emphasised on the internet. In spite of the diversity, there are some important common features and clear tendencies in terminology and in the definition of the two terms. The UNESCO work posted on internet – particularly on inclusion – and EADSNE – both on SEN (SNE) and inclusion – are very important and could be wider accessed and better valued in this context.